Phonological awareness and reading learning in the alphabetic writing system

Through a quasi-experimental study, the effects produced by the PECONFO phonological awareness training program on the learning of reading of 2nd grade students of the National School of Application of the Hermilio Valdizán National University of Huánuco were tested, with a design experimental itself with experimental group and control group and in both cases with pre and post test respectively. The sample was made up of 20 second grade students respectively, according to the design, 10 equivalent pairs were formed, using the Raven intelligence test, of each pair one member was randomly assigned to the EG and the other to the CG. The PEDE-specific dyslexia screening test was used as an instrument. The results, according to the ANOVA, show that the p-value is < 0.05, so Ho is rejected and H1 is accepted, which states that there are differences in the means of the groups. Therefore, it is stated, with a margin of error of 0.05, that there is a difference in the average reading levels of the students in the pretest, posttest of the experimental and control groups respectively. Concluding, that the post-test of the EG (who received training with the PECONFO program) obtained a higher average than the other groups, so we confirmed that the PECONFO phonological awareness training program facilitates learning to read.